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Pengaruh Sosial Ekonomi Orangtua, Lingkungan Sosial dan Aktualisasi Diri Siswa Terhadap Minat Siswa Melanjutkan Pendidikan Keperguruan Tinggi (Studi Kasus di SMAN 1 Kayu Tanam Kab. Padang Pariaman) Rika Verawati; Desi Areva; Jimi Ronald
Jurnal Inovasi Pendidikan Ekonomi (JIPE) Vol 8, No 2 (2018): Jurnal Inovasi Pendidikan Ekonomi
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/011028670

This study aims to analyze: The influence of social ekonorang parents, social environment, self-actualization of student interests SMA Negeri 1 Kayu Tanam. sampling technique that is with Stratified Random Sampling by using Neyman allocation formula. The technique of data analysis using multiple linear regression analysis by doing t test and F test. The results showed: (1) variable socioeconomic status of high income parents obtained coefficient value 0.423, t value counted 3.797> ttable of 1.689 with significant value 0.000 < α = 0.05, meaning Ha is accepted and H0 is rejected. Socioeconomic status of low income parents obtained coefficient value 0,422 and tcount of 3,921> ttable equal to 1,675 with significant value 0,000 <α = 0,05, meaning Ha accepted and H0 rejected. (2) social environment variable obtained tcount of 3,165> ttable equal to 1,689 with significant value 0,002 <α = 0,05, mean Ha accepted and H0 rejected so can be said that there is positive influence and partially significant between social environment to interest continue education to college in SMA N 1 Kayu Tanam. (3) Variable aktualiasasi high-income parents obtained t count value of 4.144> ttable of 1.689 with significant value 0,000 <α = 0.05, means Ha accepted and H0 rejected so it can be said that there is a positive influence and partially significant between the actualization self towards the interest of continuing education to college in SMA N 1 Kayu Tanam. (4) Social economic variable of parent, social environment and self actualization simultaneously give positive and significant influence to student interest to continue education to university in SMA Negeri 1 Kayu tanam with value Fhitung 24,874> Ftabel 2,64 and significant value 0,000 <α = 0.05. This means H0 is rejected and Ha accepted. As for the low income level Fcount of 31.082> Ftable 2.56 and significant value 0,000 <α = 0.05. This means H0 is rejected and Ha accepted.

Pengaruh Konsep Diri, Kemandirian Belajar, Kesiapan Belajar, Perhatian Orangtua Dan Fasilitas Belajar Terhadap Hasil Belajar Siswa Kelas Xi IPS Pada Mata Pelajaran Ekonomi di SMA Negeri 2 Batang Anai Mesi Utami; Rika Verawati; Meri Rahmania
Horizon Vol 2, No 4 (2022)
Publisher : STKIP PGRI Sumatera Barat

This study aims to analyze the sampling technique using the Proportional Random Sampling method. The sample in this study was 98 students. The results of self-concept research have a significant effect on learning outcomes. the respective coefficients are 0.188. With the value of tcount tcount 3.193 > ttable 1.66159 This means that if self-concept increases by one unit, then learning outcomes increase by 0.188 in each unit. Independent learning is significant to learning outcomes. The respective coefficients are 0.315. learning readiness has a significant effect on learning outcomes. the respective coefficients are 0.320. Parental attention has a significant effect on learning outcomes. the respective coefficients are 0.437. Learning facilities have a significant effect on learning outcomes. their respective coefficients are 0.208. self-concept, learning independence, learning readiness, parental attention and learning facilities together have a significant effect on learning outcomes. Where obtained the value of Fcount 45.625 > Ftable 2.31 with a significant level of 0.000 < = 0.05. This means that Ha is accepted and H0 is rejected.Keywords: Self-concept, learning independence, learning readiness, parental attention and learning facilities.

Pengaruh Model Pembelajaran Kooperatif Learning Tipe Jigsaw Dan Minat Belajar Siswa Terhadap Hasil Belajar Siswa Kelas Vii Pada Mata Pelajaran Ilmu Pengetahuan Sosial Terpadu Di Mtsn 6 Padang Nada - Uljannah; Stevani Stevani; Rika Verawati
Horizon Vol 2, No 3 (2022)
Publisher : STKIP PGRI Sumatera Barat

This study aims to analyze: 1) the learning outcomes of Integrated Social Studies students who are taught using the Jigsaw Type Cooperative Learning Model are higher than students who are taught using the conventional model at MTsN 6 Padang. 2) The effect of learning outcomes on interest in learning in Integrated Social Studies subjects for class VII students at MTsN 6 Padang. 3) The interaction between the Jigsaw Type Cooperative Learning Model and the conventional learning model with students' interest in learning about student learning outcomes in Integrated Social Studies subjects at MTsN 6 Padang.This type of research is quantitative. This research was conducted at MTsN 6 Padang with a population of 431 and a sample of 62 students consisting of 30 control classes and 32 experimental classes. Instruments in this study through the distribution of questionnaires and tests. The data analysis techniques used are validity test, reliability test, level of difficulty, discriminatory power, normality test, homogeneity test and two-way ANOVA test.The results showed that (1) Students who were taught using the Jigsaw Type Cooperative Learning Model had significantly higher learning outcomes when compared to students who were taught through conventional methods with Sig. = 0.029 < = 0.05, thus H0 was accepted. Ha rejected, which means the Jigsaw Type Cooperative Learning Model can be used in the learning process. (2) students who have a significant interest in learning have higher learning outcomes when compared to students who have a low interest in learning with Sig. = 0.000 < = 0.05, thus H0 is accepted. Ha is rejected, where students have high interest. have high learning outcomes, students who have low interest have low results. (3) There is no effect of the application of the jigsaw type of cooperative learning model with learning interest on the learning outcomes of class VII MTsN 6 Padang students, this can be seen from the results of the two-way ANOVA test with a value of sig.0.512>α i.e. 0.05 so H0 is rejected Ha accepted.Keywords: Jigsaw Type Cooperative Learning, Interest in Learning, Learning Outcomes

Pengaruh Media Pembelajaran, Kecerdasan Emosional, Kecerdasan Intelektual, Efikasi Diri, Dan Fasilitas Perpustakaan Terhadap Prestasi Belajar Ekonomi Siswa Kelas X Dan XI IPS MAN 1 Pasaman Barat Fitri, Merliya; Ronald, Jimi; Verawati, Rika
Jurnal Horizon Pendidikan Vol 3, No 3 (2023)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/horizon.v3i3.7218

Penelitian ini bertujuan untuk menganalisis pengaruh: 1) media pembelajaran terhadap prestasi belajar, 2) kecerdasan emosional terhadap prestasi belajar, 3) kecerdasan intelektual terhadap prestasi belajar, 4) efikasi diri terhadap prestasi belajar 5) fasilitas perpustakaan terhadap prestasi belajar dan 6) media pembelajaran, kecerdasan emosional, kecerdasan intelektual, efikasi diri dan fasilitas perpustakaan secara bersama- mempengaruhi prestasi belajar. Waktu penelitian ini dilakukan pada bulan Agustus 2023. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian deskriptif asosiatif. Populasi penelitian ini adalahseluruh siswa kelas X dan XI IPS MAN 1 Pasaman Barat. Teknik pengambilan sampel dengan menggunakan metode Stratified Random Sampling dengan mengelompokkan tingkat pendidikan orang tua tinggi dan rendah yang dijadikan sampel dalam penelitian sebanyak 79 siswa. Teknik analisis data yang digunakan adalah teknik analisis deskriptif dan analisis induktif, dengan bantuan program SPSS. Hasil penelitian menunjukkan bahwa terdapat pengaruh : Pertama media pembelajaran berpengaruh signifikan terhadap prestasi belajar. Pengaruh yang lebih besar terdapat pada kelompok sampel pendidikan orangtua rendah dibandingkan kelompok sampel pendidikan orangtua tinggi yang ditunjukkan oleh nilai koefisien masing-masing sebesar 0,076 dan 0,079 artinya jika media pembelajaran meningkat sebesar satu satuan prestasi belajar siswa juga akan meningkat sebesar 0,076 dan 0,079. Dengan nilai thitung masing-masing 2,592>ttabel 1,68957 dengan nilai signifikan 0,014< = 0,05 dan 2,675>ttabel 1,69389 dengan nilai signifikan 0,012< = 0,05 yang berarti Ha diterima dan H0 di tolak. Kedua kecerdasan emosional berpengaruh signifikan terhadap prestasi belajar.Pengaruh yang lebih besar terdapat pada kelompok sampel pendidikan orangtua tinggidibandingkan kelompok sampel pendidikan orangtua rendahyang ditunjukkan oleh nilai koefisien masing-masing sebesar 0,093 dan 0,069 artinya jika kecerdasan emosional meningkat sebesar satu satuan prestasi belajar siswa juga akan meningkat sebesar 0,093 dan 0,069. Dengan nilai thitung masing-masing 2,251>ttabel 1,68957dengan nilai signifikan 0,031< = 0,05 dan 2,244 > ttabel 1,69389 dengan nilai signifikan 0,032< = 0,05 yang berarti Ha diterima dan H0 di tolak. Ketiga kecerdasan intelektual berpengaruh signifikan terhadap prestasi belajar. Pengaruh yang lebih besar terdapat pada kelompok sampel pendidikan orangtua rendah dibandingkan kelompok sampel pendidikan orangtuatinggiyang ditunjukkan oleh nilai koefisien masing-masing sebesar 0,089 dan 0,170 artinya jika kecerdasan intelektual meningkat sebesar satu satuan prestasi belajar siswa juga akan meningkat sebesar 0,089 dan 0,170. Dengan nilai thitung masing-masing 2,596> ttabel 1,68957 dengan nilai signifikan 0,014< = 0,05 dan 2,088>ttabel 1,69389 dengan nilai signifikan 0,045< = 0,05 yang berarti Ha diterima dan H0 di tolak. Keempat efikasi diri berpengaruh signifikan terhadap prestasi belajar. Pengaruh yang lebih besar terdapat pada kelompok sampel pendidikan orangtua rendah dibandingkan kelompok sampel pendidikan orangtua tinggiyang ditunjukkan oleh nilai koefisien masing-masing sebesar 0,088 dan 0,092 artinya jika disiplin belajar meningkat sebesar satu satuan prestasi belajar siswa juga akan meningkat sebesar0,088 dan 0,092. Dengan nilai thitung masing-masing 2,325>ttabel 1,68957 dengan nilai signifikan 0,026< = 0,05 dan 2,245>ttabel 1,69389 dengan nilai signifikan 0,032< = 0,05 yang berarti Ha diterima dan H0 di tolak.Kelima fasilitas perpustakaan berpengaruh signifikan terhadap prestasi belajar. Pengaruh yang lebih besar terdapat pada kelompok sampel pendidikan orangtua tinggi dibandingkan kelompok sampel pendidikan orangtua rendahyang ditunjukkan oleh nilai koefisien masing-masing sebesar 0,137 dan 0,130 artinya jika fasilitas perpustakaan meningkat sebesar satu satuan prestasi belajar siswa juga akan meningkat sebesar 0,137 dan 0,130. Dengan nilai thitung masing-masing 2,408>ttabel 1,68957 dengan nilai signifikan 0,021< = 0,05 dan 2,329>ttabel 1,699389 dengan nilai signifikan 0,026< = 0,05 yang berarti Ha diterima dan H0 di tolak.Keenammedia pembelajaran, kecerdasan emosional, kecerdasan intelektual, efikasi diri dan fasilitas perpustakaan secara bersama-sama berpengaruh signifikan terhadap prestasi belajar siswa, secara keseluruhan nilai Fhitung 60,029 > Ftabel 2,34 dan nilai signifikan 0,000 < = 0,05, berdasarkan kelompok sampel pendidikan orangtua tinggi nilai Fhitung 29,988 > Ftabel 2,49 dan nilai signifikan 0,000< = 0,05 dan berdasarkan kelompok sampel pendidikan orangtua rendah nilai Fhitung 26,242 > Ftabel 2,51 dan nilai signifikan 0,000 < = 0,05. Untuk meningkatkan prestasi belajar yang lebih baik harus meningkatkan media pembelajaran, kecerdasan emosional, kecerdasan intelektual, efikasi diri dan fasilitas perpustakaan siswa kelas X dan XI IPS MAN 1 Pasman Barat.

Pengaruh Self Efficacy, Reputasi, Dukungan Orang Tua, Teman Sebaya dan Promosi terhadap Keputusan Melanjutkan Pendidikan ke Universitas PGRI Sumatera Barat Aldini, Felia; Verawati, Rika; Stevani, Stevani
Jurnal Horizon Pendidikan Vol 4, No 1 (2024)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/horizon.v4i1.7398

Tujuan dari penelitian ini untuk mengetahui pengaruh self efficacy, reputasi, dukungan orang tua, teman sebaya dan promosi terhadap keputusan melanjutkan pendidikan ke Universitas PGRI Sumatera Barat. Penelitian ini tergolong deskriptif dan asosiatif karena penelitian ini menentukan hubungan sebab akibat dari variabel independen dan variabel dependen. Adapun populasi dalam penelitian adalah mahasiswa Pendidikan Ekonomi 2022. Pengambilan sampel dalam penelitian ini yaitu berdasarkan purposive sample dengan jumlah sampel sebanyak 43 orang mahasiswa. Hasil penelitian menunjukkan bahwa: (1) Self efiicacy berpengaruh signifikan terhadap keputusan mahasiswa melanjutkan pendidikan ditunjukkan oleh koefisien sebesar 0.477 dengan nilai thitung sebesar 47.134 > ttabel sebesar 1.687. (2) Reputasi berpengaruh signifikan terhadap keputusan mahasiswa melanjutkan pendidikan ditunjukkan oleh nilai koefisien sebesar 0.141 dengan nilai thitung sebesar 15.696 > ttabel sebesar 1.687. (3) Dukungan orang tua berpengaruh signifikan terhadap keputusan mahasiswa melanjutkan pendidikan ditunjukkan oleh nilai koefisien sebesar 0.252 dengan nilai thitung sebesar 26.820 > ttabel sebesar 1.687. (4) Teman sebaya berpengaruh signifikan terhadap keputusan mahaiswa melanjutkan pendidikan ditunjukkan oleh nilai koefisien sebesar 0.026 dengan nilai thitung sebesar 3.778 > ttabel sebesar 1.687. (5) Promosi berpengaruh signifikan terhadap keputusan mahasiswa melanjutkan pendidikan ditunjukkan oleh nilai koefisien sebesar 0.011 dengan nilai thitung sebesar -2.089 > ttabel sebesar 1.687. (6) Self efficacy, potensi diri, dukungan orang tua, biaya pendidikan dan lingkungan sekolah secara bersama-sama berpengaruh signifikan terhadap minat melanjutkan pendidikan ke perguruan tinggi. Dimana diperoleh nilai Fhitung 8985.940 > Ftabel 2.36 dengan taraf signifikansi sebesar 0.000 < 0.05.

Pengaruh Disiplin Belajar, Kecerdasan Intelektual, Kecerdasan Emosional, Teman Sebaya dan Perhatian Orang Tua Terhadap Prestasi Belajar Ekonomi Siswa Kelas X di SMAN 1 Sungai Limau Yussyah, Leli; Rosya, Nilmadesri; Verawati, Rika
Jurnal Pendidikan, Sains Dan Teknologi Vol. 4 No. 1 (2025): Januari - Maret
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v4i1.2655

This study aims to analyze: 1) the influence of learning discipline on learning achievement, 2) the influence of intellectual intelligence on learning achievement, 3) the influence of emotional intelligence on learning achievement, 4) the influence of peers on learning achievement, 5) the influence of parental attention on learning achievement, 6) the influence of learning discipline, intellectual intelligence, emotional intelligence, peers and parental attention together on learning achievement. The type of research used in this study is quantitative research. The results of the study indicate that Learning Discipline has a positive and significant effect on Learning Achievement, this can be seen from the coefficient value of 0.145. The results of the t-test show that learning discipline has a t-count value of 3.014> t-table of 1.66. Intellectual Intelligence has a positive and significant effect on Learning Achievement, this can be seen from the coefficient value of 0.230. The results of the t-test show that intellectual intelligence has a t-count value of 2.509> t-table of 1.66. Emotional Intelligence has a positive and significant effect on Learning Achievement, this can be seen from the coefficient value of 0.482. The results of the t-test show that emotional intelligence has a t-count value of 3.146> t-table of 1.66. Peers have a negative and significant effect on Learning Achievement, this can be seen from the coefficient value of -0.299. The results of the t-test show that peers have a t-count value of -6.590 <t-table of 1.66. Parental Attention has a positive and significant effect on Learning Achievement, this can be seen from the coefficient value of 0.149. The results of the t-test show that parental attention has a t-count value of 2.446> t-table of 1.66. Learning Discipline, Intellectual Intelligence, Emotional Intelligence, Peers and Parental Attention simultaneously have a positive and significant effect on Learning Achievement, this can be seen from the F-count value of 13.306> 2.47 F-table with a significant value of 0.000 <0.05. So the decision is H0 is rejected and Ha is accepted.

PENGARUH KEMANDIRIAN BELAJAR, PERGAULAN TEMAN SEBAYA, TINGKAT PENDIDIKAN ORANG TUA, SARANA BELAJAR, MELALUI MINAT BELAJAR SEBAGAI VARIABEL NTERVENING TERHADAP PRESTASI BELAJAR SISWA KELAS VIII PADA MATA PELAJARAN IPS DI MTsN 4 PASAMAN Berti, Dinda Oktavia; Verawati, Rika; Selvia, Nisha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31920

This research aims to analyze: 1) the influence of independent learning on interest in learning. 2) the influence of peer interactions on interest in learning. 3) the influence of parental education level on interest in learning. 4) the influence of learning facilities on interest in learning. 5) the influence of learning independence on learning achievement. 6) the influence of peer interactions on learning achievement. 7) parental education level on learning achievement. 8) the influence of learning facilities on learning achievement. 9) the influence of learning interest on learning achievement. The type of research used in this research is associative descriptive research. The population of this research was all 122 students in class VIII IPS MTsN 4 Pasaman. The sampling technique was proportional random with a sample size of 122 students. The data analysis techniques used are descriptive analysis techniques and path analysis, with the help of the SPSS version 16.0 program. The results of the research show that 1) learning independence has a positive and significant effect on interest in learning, with a path coefficient value of 0.242 and a t-count value of 2.833 > ttable 1.658. 2) peer interaction has a positive and significant effect on interest in learning, with a path coefficient value of 0.216 and a t-count value of 2.518 > ttable 1.658. 3) the level of parental education has a negative and significant effect on interest in learning. The path coefficient value is -0.221 and the t-count value is -2.694 > ttable 1.658. 4) learning facilities have a negative and significant effect on interest in learning, the path coefficient value is -0.216 and the tcount value is -2.635>ttable 1.658. 5) learning independence has a positive and significant effect on learning achievement, with a path coefficient value of 0.201 and a t-count value of 2.374 > ttable 1.658. 6) peer interaction has a negative and significant effect on learning achievement, with a path coefficient value of -0.447 and a t-count value of -5.296 > ttable 1.658. . 7) Parental education level has a positive and significant effect on learning achievement, with a path coefficient value of 0.306 and a tcount value of 3.780 > ttable 1.658. 8) learning facilities have a positive and significant effect on learning achievement, the path coefficient value is 0.246 and the tcount value is 3.041 > ttable 1.658. 9) interest in learning has a positive and significant effect on learning achievement, with a path coefficient value of 0.287 and a tcount value of 3.241 > ttable 1.658.

PENGARUH GAYA BELAJAR, KEPERCAYAAN DIRI, KECERDASAN EMOSIONAL, FASILITAS BELAJAR, DAN PERHATIAN ORANG TUA TERHADAP PRESTASI BELAJAR PESERTA DIDIK KELAS XI DI SMAN 1 PASAMAN. Sari Bulan; Rika Verawati; Stevani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32496

Penelitian ini dilatarbelakangi oleh rendahnya prestasi belajar siswa kelas XI IPS di SMA Negeri 1 Pasaman pada mata pelajaran Ekonomi yang ditunjukkan oleh rata-rata nilai Sumatif Akhir Semester yang masih berada di bawah Kriteria Ketuntasan Minimal (KKM), serta berbagai permasalahan lain seperti kebiasaan belajar yang kurang efektif, kepercayaan diri yang rendah, kecerdasan emosional yang belum optimal, keterbatasan fasilitas belajar, dan minimnya perhatian orang tua dalam mendukung proses belajar anak. Tujuan penelitian ini adalah untuk menganalisis pengaruh gaya belajar, kepercayaan diri, kecerdasan emosional, fasilitas belajar, dan perhatian orang tua terhadap prestasi belajar siswa kelas XI IPS pada mata pelajaran Ekonomi di SMA Negeri 1 Pasaman, baik secara parsial maupun simultan. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan asosiatif. Populasi penelitian adalah seluruh siswa kelas XI IPS dengan jumlah sampel 120 orang yang dipilih melalui teknik Proportional Random Sampling. Instrumen penelitian berupa angket tertutup yang telah diuji validitas dan reliabilitasnya, sedangkan teknik analisis data menggunakan regresi linear berganda dengan uji t dan uji F. Hasil penelitian menunjukkan bahwa gaya belajar dan fasilitas belajar tidak berpengaruh signifikan terhadap prestasi belajar, kepercayaan diri berpengaruh signifikan dengan arah negatif, kecerdasan emosional berpengaruh positif dan signifikan, perhatian orang tua berpengaruh signifikan dengan arah negatif, serta secara simultan kelima variabel tersebut berpengaruh signifikan terhadap prestasi belajar dengan koefisien determinasi (R²) sebesar 0,338. Artinya, 34% variasi prestasi belajar siswa dapat dijelaskan oleh kelima faktor tersebut, sedangkan 66% sisanya dipengaruhi oleh faktor lain di luar penelitian ini.

The Influence of Self-Efficacy, School Environment, and Peers on the Learning Outcomes of Eleventh-Grade Students Thru Learning Discipline and Learning Interest as Intervening Variables in Economics Subjects Welya Azrianti; Stevani; Rika Verawati
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.829

This study aims to analyze the influence of self-efficacy, school environment, and peer relationships on the academic achievement of eleventh-grade students at SMAN 3 Bukittinggi, with study discipline and learning interest as intervening variables. The research employs a quantitative approach with a population of 86 students, utilizing total sampling techniques and a closed questionnaire as the instrument. Data analysis is conducted through path analysis and hypothesis testing using the t-test. The results indicate that: (1) self-efficacy significantly affects academic achievement; (2) the school environment significantly affects academic achievement; (3) peer relationships significantly affect academic achievement; (4) study discipline does not significantly affect academic achievement; (5) learning interest significantly affects academic achievement; (6) self-efficacy, school environment, and peer relationships significantly influence both study discipline and learning interest; (7) learning interest significantly affects study discipline. Thus, the intervening variables (study discipline and learning interest) strengthen most of the effects of the independent variables on academic achievement.

THE EFFECT OF SELF-CONFIDENCE, SELF-EFFICACY, SCHOOL ENVIRONMENT, AND PARENTAL ATTENTION ON THE LEARNING ACHIEVEMENT OF 10TH GRADE STUDENTS THROUGH LEARNING MOTIVATION AS AN INTERVENING VARIABLE IN ECONOMICS AT MAN 1 PASAMAN Candra, Andika; Desi Areva; Rika Verawati
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.841

This study aims to analyze: 1) the effect of self-confidence on learning motivation, 2) the effect of self-efficacy on learning motivation, 3) the effect of the school environment on learning motivation, 4) the effect of parental attention on learning motivation, 5) the effect of self-confidence on learning achievement, 6) the effect of self-efficacy on learning achievement, 7) the effect of the school environment on learning achievement, 8) the effect of parental attention on learning achievement, 9) the effect of learning motivation on learning achievement.This research is associative in nature. The population in this study consisted of 104 tenth-grade economics students at MAN 1 Pasaman in the 2024/2025 academic year. The sample consisted of 65 people using stratified random sampling. The research instrument used for this study was a closed questionnaire using path analysis and hypothesis testing with a t-test.The results of this study indicate that: 1) there is an effect of self-confidence on learning motivation, as shown by a path coefficient of 0.351 with a t-value of 4.812 > t-table 1.66864; 2) there is no effect of self-efficacy on learning motivation, as shown by a path coefficient of 0.167 with a t-value of 2. 147 < t-table 1.66864, 3) there is an effect of school environment on learning motivation, as indicated by a path coefficient of 0.321 with a t-value of 3.325 > t-table 1.66864, 4) There is an influence of parental attention on learning motivation, as indicated by a path coefficient of 0.195 with a t-value of 2.509 > t-table 1.66864. 5) There is a negative influence of self-confidence on learning achievement, as indicated by a path coefficient of -0.205 with a t-value of -5.441 < t-table 1.66864, 6) There is no effect of self-efficacy on learning achievement, as indicated by a path coefficient of -0.188 with a t-value of -4.365 < t-table 1.66864, 7) there is an influence of the school environment on academic achievement, as indicated by a path coefficient of 0.272 with a t-value of 6.411 > t-table 1.66864, 8) there is an influence of parental attention on academic achievement, as indicated by a path coefficient of 0.083 with a t-value of 2.116 > t-table 1.66864, 9) There is a negative influence of learning motivation on academic achievement, as indicated by a path coefficient of -0.217 with a t-value of 9.711 and a t-table value of 1.66864.

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